Pub Date : 2019-04-25DOI: 10.4067/S0718-48832010000200002
C. González
RESUMENLas teorias de Lev Vigotsky sobre las relaciones entre pensamiento y lenguaje han tenido una gran importancia dentro de la Psicologia contemporanea, sobre todo en el campo de la Psicologia Evolutiva. Sin embargo, resulta sorprendente la ausencia de su figura y sus planteamientos en los textos de Ciencia Cognitiva en general y de Psicolinguistica en particular, quizas por el origen mayoritariamente anglosajon de las mismas. Este hecho es llamativo teniendo en cuenta que estas disciplinas son las encargadas de estudiar tanto la cognicion como el lenguaje, siendo la relacion entre ambas un tema clasico de investiga-cion y debate, tal y como lo fue en el pensamiento vigotskyano . El presente articulo analiza la vigencia de la teoria de Vigotsky en los comienzos y desarrollo de la Psicolinguistica Cognitiva moderna, atendiendo a las teorias e investigaciones relativas a los trabajos com-parados, al estudio de primates no humanos, al campo de la evolucion del lenguaje y a las disociaciones neuropsicologicas entre cognicion y lenguaje.
{"title":"LA RELACIÓN ENTRE LENGUAJE Y PENSAMIENTO DE VIGOTSKY EN EL DESARROLLO DE LA PSICOLINGÜÍSTICA MODERNA","authors":"C. González","doi":"10.4067/S0718-48832010000200002","DOIUrl":"https://doi.org/10.4067/S0718-48832010000200002","url":null,"abstract":"RESUMENLas teorias de Lev Vigotsky sobre las relaciones entre pensamiento y lenguaje han tenido una gran importancia dentro de la Psicologia contemporanea, sobre todo en el campo de la Psicologia Evolutiva. Sin embargo, resulta sorprendente la ausencia de su figura y sus planteamientos en los textos de Ciencia Cognitiva en general y de Psicolinguistica en particular, quizas por el origen mayoritariamente anglosajon de las mismas. Este hecho es llamativo teniendo en cuenta que estas disciplinas son las encargadas de estudiar tanto la cognicion como el lenguaje, siendo la relacion entre ambas un tema clasico de investiga-cion y debate, tal y como lo fue en el pensamiento vigotskyano . El presente articulo analiza la vigencia de la teoria de Vigotsky en los comienzos y desarrollo de la Psicolinguistica Cognitiva moderna, atendiendo a las teorias e investigaciones relativas a los trabajos com-parados, al estudio de primates no humanos, al campo de la evolucion del lenguaje y a las disociaciones neuropsicologicas entre cognicion y lenguaje.","PeriodicalId":35168,"journal":{"name":"RLA","volume":"26 1","pages":"13-32"},"PeriodicalIF":0.0,"publicationDate":"2019-04-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"83973915","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2018-12-01DOI: 10.4067/S0718-48832018000200035
A. Olate, Rodrigo Becerra, Fernando Zúñiga, Jaqueline Caniguan
espanolEste trabajo explora las construcciones posesivas del mapuzugun desde la linguistica tipologica contemporanea. A partir de los datos recogidos y previa discusion bibliografica, se establecen los esquemas posesivos prototipicos del mapuzugun y sus variaciones. Finalmente, se propone una clasificacion tipologica de las construcciones de la lengua de acuerdo con la posesion nominal, predicativa y externa, concluyendo con algunas reflexiones generales sobre el fenomeno de la posesion en mapuzugun. EnglishThis paper explores possessive constructions in Mapuzugun from the perspective of current linguistic typology. Based on published sources and fieldwork data, we establish the prototypical possession schemes and their variation in Mapuzugun. Finally, we propose a typological classification of the constructions surveyed and advance some general reflections upon this phenomenon in the language studied.
{"title":"CONSTRUCCIONES POSESIVAS DEL MAPUZUGUN. UNA APROXIMACIÓN TIPOLÓGICA","authors":"A. Olate, Rodrigo Becerra, Fernando Zúñiga, Jaqueline Caniguan","doi":"10.4067/S0718-48832018000200035","DOIUrl":"https://doi.org/10.4067/S0718-48832018000200035","url":null,"abstract":"espanolEste trabajo explora las construcciones posesivas del mapuzugun desde la linguistica tipologica contemporanea. A partir de los datos recogidos y previa discusion bibliografica, se establecen los esquemas posesivos prototipicos del mapuzugun y sus variaciones. Finalmente, se propone una clasificacion tipologica de las construcciones de la lengua de acuerdo con la posesion nominal, predicativa y externa, concluyendo con algunas reflexiones generales sobre el fenomeno de la posesion en mapuzugun. EnglishThis paper explores possessive constructions in Mapuzugun from the perspective of current linguistic typology. Based on published sources and fieldwork data, we establish the prototypical possession schemes and their variation in Mapuzugun. Finally, we propose a typological classification of the constructions surveyed and advance some general reflections upon this phenomenon in the language studied.","PeriodicalId":35168,"journal":{"name":"RLA","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2018-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48811880","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2018-12-01DOI: 10.4067/S0718-48832018000200153
Mari Mar Boillos Pereira, Alberto Rodríguez-Lifante
Parte de este trabajo se ha llevado a cabo gracias al proyecto Competencia existencial del profesorado de espanol como segunda lengua y lenguas extranjeras (ACIE14-11) en el marco del grupo de investigacion de Adquisicion y Ensenanza de Segundas Lenguas y Lenguas Extranjeras de la Universidad de Alicante (ACQUA).
{"title":"LA ELABORACIÓN DE UN CORPUS DEL PROFESORADO DE ESPAÑOL (COPELE): ¿UTOPÍA O REALIDAD?","authors":"Mari Mar Boillos Pereira, Alberto Rodríguez-Lifante","doi":"10.4067/S0718-48832018000200153","DOIUrl":"https://doi.org/10.4067/S0718-48832018000200153","url":null,"abstract":"Parte de este trabajo se ha llevado a cabo gracias al proyecto Competencia existencial del profesorado de espanol como segunda lengua y lenguas extranjeras (ACIE14-11) en el marco del grupo de investigacion de Adquisicion y Ensenanza de Segundas Lenguas y Lenguas Extranjeras de la Universidad de Alicante (ACQUA).","PeriodicalId":35168,"journal":{"name":"RLA","volume":"1 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2018-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41877548","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2018-12-01DOI: 10.4067/S0718-48832018000200175
B. Riffo, N. Caro, K. Sáez
espanolEste articulo presenta los resultados de un estudio descriptivo, cuyo objetivo principal era determinar en que medida se encuentran relacionadas las habilidades metalinguisticas llamadas conciencia fonologica y conciencia lexica, con la lectura en voz alta y la comprension lectora en un grupo de escolares de segundo ano de educacion basica. Participaron en la investigacion 28 individuos (edad promedio 7;7, D. E. 0,3). Se utilizaron medidas de conciencia fonologica (mediante una prueba de segmentacion linguistica), de conciencia lexica (utilizando la tarea de decision lexica), de lectura en voz alta (con una pauta desarrollada ad hoc) y de comprension lectora (mediante una prueba estandarizada). Los resultados mostraron una alta correlacion entre las variables. Al mismo tiempo, se realizo un analisis de regresion, el que arrojo como resultado que el componente velocidad de la lectura en voz alta, en conjunto con la tarea de sintesis fonemica de la prueba de segmentacion linguistica explican hasta un 68% de la varianza. EnglishThis article presents the results of a descriptive study, whose main objective was to determine the extent to which metalinguistic skills called phonological awareness and lexical awareness are related, with reading aloud and reading comprehension in a group of second grade students of primary education. Twenty-eight school children participated in the research (average age 7;7, S.D. 0.3). Measurements of phonological awareness (through a linguistic segmentation test), lexical awareness (using the lexical decision task), reading aloud (through a scale developed ad hoc for this study) and reading comprehension (using a standardized test) were used. The results showed a high correlation between the variables. At the same time, a regression analysis was carried out, which showed that the component speed of reading aloud, together with the phonemic synthesis task of the linguistic segmentation test, explain up to 68% of the variance.
{"title":"CONCIENCIA LINGÜÍSTICA, LECTURA EN VOZ ALTA Y COMPRENSIÓN LECTORA","authors":"B. Riffo, N. Caro, K. Sáez","doi":"10.4067/S0718-48832018000200175","DOIUrl":"https://doi.org/10.4067/S0718-48832018000200175","url":null,"abstract":"espanolEste articulo presenta los resultados de un estudio descriptivo, cuyo objetivo principal era determinar en que medida se encuentran relacionadas las habilidades metalinguisticas llamadas conciencia fonologica y conciencia lexica, con la lectura en voz alta y la comprension lectora en un grupo de escolares de segundo ano de educacion basica. Participaron en la investigacion 28 individuos (edad promedio 7;7, D. E. 0,3). Se utilizaron medidas de conciencia fonologica (mediante una prueba de segmentacion linguistica), de conciencia lexica (utilizando la tarea de decision lexica), de lectura en voz alta (con una pauta desarrollada ad hoc) y de comprension lectora (mediante una prueba estandarizada). Los resultados mostraron una alta correlacion entre las variables. Al mismo tiempo, se realizo un analisis de regresion, el que arrojo como resultado que el componente velocidad de la lectura en voz alta, en conjunto con la tarea de sintesis fonemica de la prueba de segmentacion linguistica explican hasta un 68% de la varianza. EnglishThis article presents the results of a descriptive study, whose main objective was to determine the extent to which metalinguistic skills called phonological awareness and lexical awareness are related, with reading aloud and reading comprehension in a group of second grade students of primary education. Twenty-eight school children participated in the research (average age 7;7, S.D. 0.3). Measurements of phonological awareness (through a linguistic segmentation test), lexical awareness (using the lexical decision task), reading aloud (through a scale developed ad hoc for this study) and reading comprehension (using a standardized test) were used. The results showed a high correlation between the variables. At the same time, a regression analysis was carried out, which showed that the component speed of reading aloud, together with the phonemic synthesis task of the linguistic segmentation test, explain up to 68% of the variance.","PeriodicalId":35168,"journal":{"name":"RLA","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2018-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.4067/S0718-48832018000200175","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45462686","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
espanolTradicionalmente, los investigadores obtienen un consentimiento de parte de sujetos participantes con documentos que detallan las caracteristicas del estudio que se pretende realizar, aclarando los riesgos y beneficios que esto comporta, tanto para el sujeto de estudio como para el avance de la disciplina en cuestion, asi como de la voluntariedad de la participacion, brindando asi tambien, la informacion de contacto tanto del investigador principal o responsable como del respectivo comite que conoce del estudio. En la revision de la literatura producida en Chile respecto al documento de Consentimiento Informado, se observa un considerable numero de textos escritos de diversa indole, principalmente de distintas especialidades de las ciencias biomedicas, sin embargo, no se ha estudiado este genero como parte del discurso especializado en el ambito academico-profesional. El estudio que aqui se presenta tiene como objetivos identificar la estructura basica del documento de Consentimiento Informado y evaluar la legibilidad de sus textos. Para ello se analizaron los aspectos estructurales de un corpus textual compuesto por 176 documentos de consentimiento informado y se establecio el indice de legibilidad de dichos documentos, caracterizando asi un problema desde distintas perspectivas: linguistica bioetica y bioderecho. EnglishTraditionally, researchers obtain a consent from participating subjects with documents that detail the characteristics of the study that is intended, clarifying the risks and benefits that this entails, both for the subject of study and for the advancement of the related discipline, as well as the voluntariness of the participation, thus also providing the contact information of both the principal or responsible investigator and the respective committee that knows the study. In the review of the literature produced in Chile regarding the document of Informed Consent, we observed a considerable number of written texts of various kinds, mainly from different specialities of the biomedical sciences, however, this genre has not been studied as part of the discourse specialized in the academic-professional field. The main goals of the study presented here is to identify the basic structure of the Informed Consent document and to evaluate the legibility of these texts. In this research, the structural aspects of a textual corpus composed of 176 documents of informed consent were analyzed, establishing that these documents have a level of readability and low comprehension, thus characterizing a problem of approach both from the point of view of linguistics as much as to Bioethics or Biolaw..
espanolTradicionalmente,研究者得到背书主体部分与会者的文件,详细说明caracteristicas目的进行研究,明确风险和收益,这为研究主体推动纪律问题,就是participacion,提供这样的任性也一样,主要或主要研究人员以及了解该研究的各自委员会的联系方式。在智利订正文学产生关于知情同意文件,相当数量的文字作品多元化indole biomedicas科学的,主要是各类专业人才,然而,他还没有研究这个演讲的性别问题作为主修的academico-profesional。本研究的目的是确定知情同意文件的基本结构，并评估其文本的可读性。本文分析了176份知情同意文件的文本语料库的结构方面，并建立了这些文件的可读性指数，从而从不同的角度描述了一个问题:生物伦理学语言学和生物法。EnglishTraditionally,研究获得a的from participating publication with documents that detail the study that is目标的特征、clarifying the risks and that this entails eligibility both for the subject of study and for the of the相关纪律,as well as the voluntariness of the参与,因此也提供the contact information of both the主要或负责investigator无人知道的《各自委员会研究。In the review of the文学生产的智利告知的文件有关的,我们相当observed a number of列入texts of各个领域不同specialities kinds, mainly from the biomedical sciences),但是,这种性别尚未得到studied as part of the discourse专门In the academic-professional field。本研究的主要目的是确定知情同意文件的基本结构，并评估这些文本的可读性。In this research, the结构上不可aspects of a语料库176名的文本文件告知的是analyzed,建立这些documents have a level of readability and low comprehension,因此characterizing a problem of approach both from the point of view of拉脱维亚as much as to与or Biolaw…
{"title":"ESTUDIO DE CORPUS: ESTRUCTURA Y LEGIBILIDAD EN EL DOCUMENTO DE CONSENTIMIENTO INFORMADO EN EL ÁMBITO ACADÉMICO-PROFESIONAL DE LAS CIENCIAS BIOMÉDICAS","authors":"Adriana Ribeiro-Alves, Anita Alejandra Ferreira Cabrera","doi":"10.4067/S0718-48832018000200091","DOIUrl":"https://doi.org/10.4067/S0718-48832018000200091","url":null,"abstract":"espanolTradicionalmente, los investigadores obtienen un consentimiento de parte de sujetos participantes con documentos que detallan las caracteristicas del estudio que se pretende realizar, aclarando los riesgos y beneficios que esto comporta, tanto para el sujeto de estudio como para el avance de la disciplina en cuestion, asi como de la voluntariedad de la participacion, brindando asi tambien, la informacion de contacto tanto del investigador principal o responsable como del respectivo comite que conoce del estudio. En la revision de la literatura producida en Chile respecto al documento de Consentimiento Informado, se observa un considerable numero de textos escritos de diversa indole, principalmente de distintas especialidades de las ciencias biomedicas, sin embargo, no se ha estudiado este genero como parte del discurso especializado en el ambito academico-profesional. El estudio que aqui se presenta tiene como objetivos identificar la estructura basica del documento de Consentimiento Informado y evaluar la legibilidad de sus textos. Para ello se analizaron los aspectos estructurales de un corpus textual compuesto por 176 documentos de consentimiento informado y se establecio el indice de legibilidad de dichos documentos, caracterizando asi un problema desde distintas perspectivas: linguistica bioetica y bioderecho. EnglishTraditionally, researchers obtain a consent from participating subjects with documents that detail the characteristics of the study that is intended, clarifying the risks and benefits that this entails, both for the subject of study and for the advancement of the related discipline, as well as the voluntariness of the participation, thus also providing the contact information of both the principal or responsible investigator and the respective committee that knows the study. In the review of the literature produced in Chile regarding the document of Informed Consent, we observed a considerable number of written texts of various kinds, mainly from different specialities of the biomedical sciences, however, this genre has not been studied as part of the discourse specialized in the academic-professional field. The main goals of the study presented here is to identify the basic structure of the Informed Consent document and to evaluate the legibility of these texts. In this research, the structural aspects of a textual corpus composed of 176 documents of informed consent were analyzed, establishing that these documents have a level of readability and low comprehension, thus characterizing a problem of approach both from the point of view of linguistics as much as to Bioethics or Biolaw..","PeriodicalId":35168,"journal":{"name":"RLA","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2018-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42454601","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2018-12-01DOI: 10.4067/S0718-48832018000200117
Giovanni Parodi, Gina Burdiles, Tomás Moreno de León, C. Julio
espanolProbablemente la lectura es uno de los medios fundamentales de acceso y construccion de conocimientos especializados, tanto en el mundo academico como en el profesional. Entonces, comprender el discurso escrito a traves de sus diversos generos disciplinares constituye un requisito primordial en el mundo globalizado contemporaneo, tanto en sus formatos en papel como en digital. En este contexto, hoy en dia existe escasa investigacion que explore, describa y contraste los habitos lectores de estudiantes universitarios y de profesionales en ambitos disciplinares diversos. Intentando aportar a llenar esta brecha, la presente investigacion busca conocer y describir los habitos de lectura de un grupo de 580 estudiantes universitarios y de un grupo de 46 profesionales, tomando en cuenta sus preferencias de lectura en papel o digital y los generos del discurso en dos areas disciplinares: filosofia y economia y negocios. Los principales resultados indican que los sujetos de ambos grupos dan muestras de tener conciencia y conocimiento de los mecanismos discursivos de acceso al conocimiento especializado y declaran emplear una amplia gama de generos. Al mismo tiempo, se observa una relativa atomizacion y especializacion en pocos generos profesionales especificos en ambos dominios disciplinares, en contraste con la gran heterogeneidad identificada en el discurso academico. En terminos generales, el formato papel es el preferido para tareas de estudio y aprendizaje, tanto por estudiantes como por profesionales, aunque los estudiantes y profesionales de economia y negocios declaran tambien preferir generos digitales. EnglishProbably, reading is one of the fundamental means of accessing and constructing specialized knowledge, both in academic and professional environments. Then, comprehending written discourse through its diverse disciplinary genres is an essential requirement in the contemporary globalized world, both in paper and digital media. In this context, nowadays, there is scarce research that explores, describes and contrasts the reading habits of university students and professionals in diverse disciplinary fields. Attempting to fill this gap, this study describes the reading habits of a group of 580 university students and a group of 46 professionals in terms of reading on paper and digital, and the discourse genres in two disciplinary areas: philosophy and economics and business. The main results indicate that the subjects of both groups are awareness of the discourse mechanisms of accessing specialized knowledge and declare to employ a wide variety of genres. At the same time, a relative atomization and specialization is observed in a few specific professional genres in both disciplinary domains, in contrast to the great heterogeneity identified in academic discourse. In general terms, the paper medium is preferred for study and learning tasks, both by students and professionals, although students and professionals in business and economics
{"title":"HÁBITOS LECTORES Y GÉNEROS DEL DISCURSO EN FILOSOFÍA Y EN ECONOMÍA Y NEGOCIOS: DEL DISCURSO ACADÉMICO AL DISCURSO PRO FESIONAL","authors":"Giovanni Parodi, Gina Burdiles, Tomás Moreno de León, C. Julio","doi":"10.4067/S0718-48832018000200117","DOIUrl":"https://doi.org/10.4067/S0718-48832018000200117","url":null,"abstract":"espanolProbablemente la lectura es uno de los medios fundamentales de acceso y construccion de conocimientos especializados, tanto en el mundo academico como en el profesional. Entonces, comprender el discurso escrito a traves de sus diversos generos disciplinares constituye un requisito primordial en el mundo globalizado contemporaneo, tanto en sus formatos en papel como en digital. En este contexto, hoy en dia existe escasa investigacion que explore, describa y contraste los habitos lectores de estudiantes universitarios y de profesionales en ambitos disciplinares diversos. Intentando aportar a llenar esta brecha, la presente investigacion busca conocer y describir los habitos de lectura de un grupo de 580 estudiantes universitarios y de un grupo de 46 profesionales, tomando en cuenta sus preferencias de lectura en papel o digital y los generos del discurso en dos areas disciplinares: filosofia y economia y negocios. Los principales resultados indican que los sujetos de ambos grupos dan muestras de tener conciencia y conocimiento de los mecanismos discursivos de acceso al conocimiento especializado y declaran emplear una amplia gama de generos. Al mismo tiempo, se observa una relativa atomizacion y especializacion en pocos generos profesionales especificos en ambos dominios disciplinares, en contraste con la gran heterogeneidad identificada en el discurso academico. En terminos generales, el formato papel es el preferido para tareas de estudio y aprendizaje, tanto por estudiantes como por profesionales, aunque los estudiantes y profesionales de economia y negocios declaran tambien preferir generos digitales. EnglishProbably, reading is one of the fundamental means of accessing and constructing specialized knowledge, both in academic and professional environments. Then, comprehending written discourse through its diverse disciplinary genres is an essential requirement in the contemporary globalized world, both in paper and digital media. In this context, nowadays, there is scarce research that explores, describes and contrasts the reading habits of university students and professionals in diverse disciplinary fields. Attempting to fill this gap, this study describes the reading habits of a group of 580 university students and a group of 46 professionals in terms of reading on paper and digital, and the discourse genres in two disciplinary areas: philosophy and economics and business. The main results indicate that the subjects of both groups are awareness of the discourse mechanisms of accessing specialized knowledge and declare to employ a wide variety of genres. At the same time, a relative atomization and specialization is observed in a few specific professional genres in both disciplinary domains, in contrast to the great heterogeneity identified in academic discourse. In general terms, the paper medium is preferred for study and learning tasks, both by students and professionals, although students and professionals in business and economics","PeriodicalId":35168,"journal":{"name":"RLA","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2018-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.4067/S0718-48832018000200117","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47806828","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2018-06-01DOI: 10.4067/S0718-48832018000100059
G. Bañales, Silza Ahumada, Ricardo Martínez, Marcia Martínez, Pamela Messina
The review provides a synthesis of the basic education writing research carried out during the 2007-2016 period in Chile. Through the integrative review method, 27 academic sources were identified and classified into two main areas of study: writing learning and writing instruction. In the area of student writing learning, research has focused mainly on the analysis of linguistic knowledge (spelling and sentence production) and the evaluation of the quality of texts, mostly in narrative texts, and to a lesser extent expository and opinion. In the area of teaching writing, attention has been focused mainly on understanding the teaching practices of story writing or opinion texts. Less attention, they have dedicated to the study of the practices of evaluation of the writing and of the needs of initial and continuous formation of the professors related to the didactics of the writing. It also highlights the absence of national surveys and observational studies with teachers from other regions than the Metropolitan Region, which provide a more complete picture of the teaching practices of writing that occur in different educational contexts, in terms of teaching and evaluation strategies, as well as the text genres that teachers use to teach writing, in addition to the frequency with which they teach writing, compared to the teaching of reading and orality. Based on a synthesis of results in each area, the review proposes recommendations for future studies of writing in the Chilean context of basic education.
{"title":"INVESTIGACIONES DE LA ESCRITURA EN LA EDUCACIÓN BÁSICA EN CHILE: REVISIÓN DE UNA DÉCADA (2007-2016)","authors":"G. Bañales, Silza Ahumada, Ricardo Martínez, Marcia Martínez, Pamela Messina","doi":"10.4067/S0718-48832018000100059","DOIUrl":"https://doi.org/10.4067/S0718-48832018000100059","url":null,"abstract":"The review provides a synthesis of the basic education writing research carried out during the 2007-2016 period in Chile. Through the integrative review method, 27 academic sources were identified and classified into two main areas of study: writing learning and writing instruction. In the area of student writing learning, research has focused mainly on the analysis of linguistic knowledge (spelling and sentence production) and the evaluation of the quality of texts, mostly in narrative texts, and to a lesser extent expository and opinion. In the area of teaching writing, attention has been focused mainly on understanding the teaching practices of story writing or opinion texts. Less attention, they have dedicated to the study of the practices of evaluation of the writing and of the needs of initial and continuous formation of the professors related to the didactics of the writing. It also highlights the absence of national surveys and observational studies with teachers from other regions than the Metropolitan Region, which provide a more complete picture of the teaching practices of writing that occur in different educational contexts, in terms of teaching and evaluation strategies, as well as the text genres that teachers use to teach writing, in addition to the frequency with which they teach writing, compared to the teaching of reading and orality. Based on a synthesis of results in each area, the review proposes recommendations for future studies of writing in the Chilean context of basic education.","PeriodicalId":35168,"journal":{"name":"RLA","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2018-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.4067/S0718-48832018000100059","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46580918","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2018-06-01DOI: 10.4067/s0718-48832018000100085
A. Mendoza
Writing skills at the graduate and undergraduate level are necessary for academic success. In the case of non-native speaking students, the mastery of academic writing skills encompasses an additional difficulty: the proficient use of the target language. For this RLA. Revista de Lingüística Teórica y Aplicada Concepción (Chile), 56 (1), I Sem. 2018, pp. 85-113. CL ISSN 0033 698X
{"title":"LA IDENTIFICACIÓN DE HABILIDADES Y ESTRATEGIAS DE ESCRITURA DE ESTUDIANTES DE POSGRADO NO HISPANOHABLANTES A TRAVÉS DE ENTREVISTAS SEMIESTRUCTURADAS","authors":"A. Mendoza","doi":"10.4067/s0718-48832018000100085","DOIUrl":"https://doi.org/10.4067/s0718-48832018000100085","url":null,"abstract":"Writing skills at the graduate and undergraduate level are necessary for academic success. In the case of non-native speaking students, the mastery of academic writing skills encompasses an additional difficulty: the proficient use of the target language. For this RLA. Revista de Lingüística Teórica y Aplicada Concepción (Chile), 56 (1), I Sem. 2018, pp. 85-113. CL ISSN 0033 698X","PeriodicalId":35168,"journal":{"name":"RLA","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2018-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.4067/s0718-48832018000100085","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49387066","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2018-06-01DOI: 10.4067/S0718-48832018000100013
J. Jiménez, A. Tang
In this paper we compare the Spanish and Chinese vowel systems as pronounced by native speakers in order to analyze afterwards the peculiarities of the Spanish vowels produced by a group of Chinese students with an intermediate level of Spanish. The study of the similarities and differences between the two native systems allows us to predict the points in which the Spanish vowels from Chinese learners may differ from the native system. The results indicate that the vowel system displayed by these students is structurally similar to the native system, but with some phonetic differences. Firstly, it shows a greater F1-amplitude, as a result of the direct translation of the distances between the Chinese vowels. Secondly, some vowels, particularly /a/, /e/ and /o/, show more dispersion than in the Spanish native system. Finally, the vowels produced by Chinese learners are clearly longer than in Spanish, although shorter than in Chinese. All in all, we have found that, even though Chinese learners do not experience great difficulties in acquiring the Spanish vowels, the features of the Chinese vowel system influence their realization, especially their openness and their duration.
{"title":"PRODUCCIÓN DEL SISTEMA VOCÁLICO DEL ESPAÑOL POR HABLANTES DE CHINO","authors":"J. Jiménez, A. Tang","doi":"10.4067/S0718-48832018000100013","DOIUrl":"https://doi.org/10.4067/S0718-48832018000100013","url":null,"abstract":"In this paper we compare the Spanish and Chinese vowel systems as pronounced by native speakers in order to analyze afterwards the peculiarities of the Spanish vowels produced by a group of Chinese students with an intermediate level of Spanish. The study of the similarities and differences between the two native systems allows us to predict the points in which the Spanish vowels from Chinese learners may differ from the native system. The results indicate that the vowel system displayed by these students is structurally similar to the native system, but with some phonetic differences. Firstly, it shows a greater F1-amplitude, as a result of the direct translation of the distances between the Chinese vowels. Secondly, some vowels, particularly /a/, /e/ and /o/, show more dispersion than in the Spanish native system. Finally, the vowels produced by Chinese learners are clearly longer than in Spanish, although shorter than in Chinese. All in all, we have found that, even though Chinese learners do not experience great difficulties in acquiring the Spanish vowels, the features of the Chinese vowel system influence their realization, especially their openness and their duration.","PeriodicalId":35168,"journal":{"name":"RLA","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2018-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.4067/S0718-48832018000100013","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42880649","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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